Kimberly Peters

Professor, AR Clinic Director

About

Kimberly Peters, Ph.D., is a speech-language pathologist, audiologist, and former public school English teacher. She completed her graduate education and clinical training in communication sciences and disorders at the University of Connecticut in 2001. She worked at the New England Center for Hearing Rehabilitation for 9 years as a rehabilitative specialist, consulting with school districts and providing spoken language intervention to infants, children, and adults who are deaf or hard of hearing. In 2002, she accepted a position at Western Washington University. Kimberly is a Professor, and Director of the Aural Rehabilitation Clinic at Western. She provides clinical services, supervises graduate students, teaches courses in pediatric hearing loss and habilitation, and conducts research in language, cognitive development, academic outcomes, and social competence in children who are deaf and hard of hearing. In her spare time she enjoys hiking and running the trails in Whatcom County with her family and her dogs, Jolie and Beau. 

Education

PhD, University of Connecticut
BA, Trinity College

Current Courses

  • Infants and Children with Hearing Loss
  • Aural Rehabilitation
  • Hearing Science
  • School Age Language Disorders
  • Pediatric Aural Habilitation
  • Assessment and Treatment of Resonance Disorders

Certifications and Licenses

  • Certificate of Clinical Competency in Audiology: American Speech-Language-Hearing Association
  • Certificate of Clinical Competency in Speech-Language Pathology: American Speech-Language-Hearing Association
  • Audiology License: State of Washington
  • Speech Pathology License: State of Washington
  • Certified Listening Spoken Language Specialist: A.G. Bell Association for the Deaf 

Research Interests

Social language, cognitive development, academic outcomes, and social competence in children who are deaf and hard of hearing.

Selected Publications

  • Peters, K., Beer, J., Pisoni, D., & Remmel (2021). Theory of mind acquisition in children who are deaf: The importance of early identification and communication access. Journal of Early Hearing Detection and Intervention, 6(2), 101-113.

  • Prins, H., Peters, K.A., & Sladen, D.P. (2021). Diagnostic infant ABR testing via telehealth: A survey of professional opinions and current barriers. Journal of Early Hearing Detection and Intervention, 6 (1), 60-68.

  • Peters, K., & Anderson, K. (2019). Hearing aid and hearing assistive technology non-use in classrooms: A survey of teachers of the deaf, audiologists, and speech-language pathologists. Journal of Educational Audiology, 24, 1-21.

  • Peters, K. (2011). Including service learning in the undergraduate CSD curriculum: benefits, challenges, and strategies for success. American Journal of Audiology, 20, S181-S196.

  • Remmel, E. & Peters, K. (2009). Theory of mind and language in children with cochlear implants. Journal of Deaf Studies and Deaf Education. 14(2), 218-236.

  • Peters, K., Remmel, E. & Richards, D. (2009). Language, cognitive vocabulary, and false belief understanding in young children with cochlear implants. Language, Speech and Hearing Services in Schools, 40, 245-255.